School Cansojong National High School Grade Level/ Sections/ Time 7
DAILY PLAN Student Teacher Fernan, Rhyza Jean L. Learning Areas Mathematics
Teaching Week Quarter 3rd Quarter
Code M7NA-III3
LEARNING COMPETENCY/IES The learners locate integers on the number line.
Always start from "0".
KEYCONCEPTS/
Move to the right side, if the number is positive.
UNDERSTANDINGS
Move to the left side, if the number is negative.
OBJECTIVES After the class the students can:
A. Knowledge locate negative inetegers on a number line.
B. Skills arrange integers and their absolute values in order
C. Attitude develop cooperation and collaboration in locating and ordering integers.
CONTENT The set of integers, and comparing, and ordering integers.
LEARNING RESOURCES Instructional Materials: ppt, number line, intgers, card
PROCEDURES
Teacher’s Activity
Grettings Students’ Activity
Prayer
Attendance The prayer leader will be in alphabetical order
Classroom Management The class secretary will be assign in attendance checking
Students must clean up pieces of garbage under their area, and chairs
MOTIVATION: collaboration must be aligned.
“Positive/Negative”
Description: All students must participate and form a line on the positive side.
I. Preparatory Activities
Today we're doing the Positive or Negative challenge if the
teacher say Positive you got to be on the postive side, if negative When the teacher says positive/negative, you leap to the appropriate
you got to go to the negative side whoever Falls is out. side.
Positive……. (jump to the right side)
Instructions: the teacher will give command to the students where Negatvie……(jump to the left side
to jump either positive or negative and facilitate the game
The winner is the last person standing.
Needed: Draw a line with the positive side on the right and the
negative side on the left.
II. Activity / Strategy MAIN ACTIVITY (Conceptual Based or Skill/ Procedural Based) The students will neatly arrange the chair at the side of the room to
Use your Instructional Materials create a big space in the center.
Constructivism Approach and/or Collaborative
Mechanics:
1. Divide the class into group consist of 5 students.
Each player in a group is given integer cards.
ACTIVITY: collaboration All players in the group pick one card randomly and
“ Integer” Battle Royale reveal it to the class
Description: 2. After revealing card they must physically place it to the
In this game where students draw integer cards, place them on a correct location on number line.
number line, and earn points for correct placements. The player 3. After each round, players must draw a new card.
with the most points after 10 rounds wins. 4. After 10 rounds, the player with the most points in each
group wins.
Instructions:
The teacher will facilitate the students during the groupings. The groups should create a circle far from the whiteboard.
(2pt = player w/ highest integer)
(1pt = player who 1st and correct locate their integer) Example:
SPECIAL ROUND: every 3rd round is a “negative
round” player with the lowest integer wins the point.
Group 1
Materials: Integer Cards (-20 to +20), Number Line
ALL GROUPS
The teacher will ask several questions about the previous activity
given. 1. "It was fun and helped us understand how to work with
integers better."
2. "we looked at the number on the card, then thought about
Questions: whether it was positive or negative. For negative numbers,
1. How was the activity? we made sure to place them to the left of zero, and for
Analysis 2. How did you decide where to place your integer on the positive numbers, I placed them to the right
number line during each round? 3. "It helps us know which numbers are bigger or smaller when
3. Why do you think it's important to understand the relative we compare them."
positions of positive and negative integers on the number 4. “Yes, it made us think about how negative numbers are on
line? the left and positive numbers are on the right."
4. Do you think ordering integers in both increasing and “Yes, because it helped me see how numbers get bigger or
decreasing order helped strengthen your understanding of smaller as I order them."
their values?
They will understand that the number line starts at "0," with positive
The teacher will define terms and will proceed with discussion integers extending to the right and negative integers extending to the
Abstraction proper. left.
1. Number Line Students will be able to count units on the number line, identify the
Definition: A number line helps us to arrange position of integers, and determine the correct placement of numbers
integers in order. based on their value.
• Always start from "0". students will know how to count backward from zero to locate negative
• Move to the right side, if the number is positive. numbers like -5 and understand the scale of the number line to ensure
• Move to the left side, if the number is negative. precise positioning.
They will also develop the ability to compare and order integers by
visually analyzing their positions relative to each other on the number
line.
They will understand that integers on the left side of the number line
are smaller than zero, while integers on the right side are greater than
zero.
EXAMPLE:
Students will know that the more negative an integer is, the smaller its
1. -5 value, and the more positive an integer is, the greater its value.
2. +4
3. What are the integers lie between +2 and -3 ANSWER
4. If we move 2 steps to the right of -5, where do 1.
we reach?
2.
3.
4.
Application PRACTICE EXERCISE ( Easy to Difficult )
ANSWER:
Plot and Order Integers 1.
1. What are the integers lie between 0 and -3
2.
2. Represent the following numbers on a number line 3.
(1,- 4, 3, 6, -9, 8, -7)
3. Which number will we reach if we move 5 steps to the LEFT
of 3?
4.
4. teacher is at -2. In which direction and how many steps
should she move to reach at – 6?
5. Do the ordering of the integers according to the number
line. 8, -9, 1, 3, 4, -2, -6, 7, -5
5.
Assessment Summative (Purpose is for recording and grading) Test I:
Test I: Plotting Integers on a Number Line.
Directions: Draw a Number Line and locate the given Integers.
Identify the distance between the two integers
1. 3 and - 5
2. 4 and - 2
3. 5 and -4
4. 2 and - 6
5. – 1 and 7
Test II: Arrange Integers ( ascending or descending order)
Directions: Arrange the given Integers
1. { 1, - 5, 10, - 3, 5, - 9 }
2. { - 2, 4, - 6 , 8 , -10, 0 }
3. { 1, - 3, 2 , - 4, - 5, 6 }
4. { - 4, 5, 6, - 7, - 8, 9 }
5. { - 5, 9, - 1, 0, 5, 2 }
1. 8
2. 6
3. 9
4. 8
5. 8
Test II:
1. { -9 , -5 , -3 , 1 , 5, 10 }
2. { 8 , 4 , 0 , -2 , -6 , -10 }
3. { -5 , -4, -3 , 1 , 2 , 6 }
4. { 9 , 6 , 5 , -4 , -7 , -8 }
5. { -5 , -1 , 0 , 2 , 5 , 9 }
Instructions:
1. In a short bond paper, draw a real life object with a
number line.( [Link], railroad tracks,
elevators, yardsticks, and sidewalks)
2. Make a problem indicating locating integers. And show
your answer
Assignment
3. Be creative with your work.
Grading Criteria
Contect accuracy 15pts
Creativity/Originality 15pts
Relevance topic 10pts
Cleanliness 10pts
Overall Total 50pts
REMARKS
Prepared by: To be assessed by:
RHYZA JEAN L. FERNAN CRIS VANDY B. SALGARINO
Student Teacher Student Teacher Supervisor